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Die begaafde leerling en geskiedenisonderrig op primêreskoolvlak (3)
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985)
Heunis, J.C. 1986. United nations versus South Africa. [Boek resensie]
(The South African Society of History Teaching, 1987)
Botha-Hertzog and the Vereeniging peace negotiations.
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985)
Rayner, E., Stapley, R. & Watson, J. Evidence in question international affairs since 1919. [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985)
Catchpole, B. 1982. A map history of the modern world. [Boek resensie]
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1985)
Wedstryd.
(Historical Society of South Africa / Historiese Genootskap van Suid-Afrika, 1984)
Learners’ encounter with archaeological fieldwork: A public participation archaeology account of the East Fort Archaeological Project
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
Public Archaeology as a concept is generally defined as civic involvement during the various public phases of Cultural Resources Management. The practice of archaeology in South Africa seldom extends towards public ...
Contemporary relevance – a category of historical science and of the didactics of history and its consequences in teacher training
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
Contemporary relevance as a category of the didactics of history teaching includes not only historical facts which might be deemed the causes of present-day problems and circumstances but also those which, on the grounds ...
Nostalgia, memory and History teaching and learning
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
“… there is a twilight zone between history and memory; between the past as a generalized record which is open to relatively dispassionate inspection and the past as a remembered part of, or background to, one’s own life” ...
Die ontwikkeling van 'n multi-media leerpakket vir vakdidaktiek geskiedenis.
(The South African Society of History Teaching, 1995)